牛津深圳版英语八下Unit 7《The unknown world》word单元教案

Unit7Memory一、教材分析本单元围绕着“未知的世界”的话题来展开听、说、读、写的训练。教材一篇有关外星人的故事，鼓励学生对未知的世界和科学要善于探索和学习。作为初二年级的学生，了解未来世界对于提高学生探索新知识有一定的帮助。语法方面介绍由because引导的原因状语从句。并培养学生在完成一篇有关遇见鸟的世界的人们的故事并尝试正确使用这个语态。二、教学对象分析1.学生通过初一的学习，对工具书的使用有一定的了解，通过对百科全书的介绍和用法，提高学习的自学能力，有利于开展本单元的听、说、读、写任务。2.学生在平时的学习就已经接触过了由because引导的原因状语从句的用法，本单元再通过系统地复习，在学习方式上引导学生学习归纳总结。三、单元教学目标1.认知目标：学习水平学习内容学习水平的描述语音1．Learnaboutthelossofplosion.。2.能流利地朗读课文及与课文水平相当的短文，语音、语调、句子重音和停顿基本正确。词汇1.重点词汇Unknown,alien,astronaut,receive,fall,bush,quiet,danage,frightened,discover,terrible,fear,creature,feather,wonder,line,refuse,spread,mark,knife,explain,pleased短语：keepquiet,becauseof,infear,landingsite,assoonaspossible,agreewith,disagreewith句型Usefulsentences:1.Whathappenedtothelight?2.Tinawakeupatmidnight.3.IamsuresomethinglandedintheforestnearthehillsasIheardaloudnoiselast.4.Theyheardsomevoicesspeakingastrangelanguage.5.Thespaceshipwasdamagedbecauseofacrash.6.Itdiscoveredthemandmadeaterriblenoise!7.Thechildrenranawayinfear.8.Theywereveryugly.9.Iwonderwhatitmeans.10.Sincenooneelsesawthesealiens,Irefusetotobelieveyou.语法1.Learnhowtouseadverbialclausesofreasoncorrectly.2.Learnhowtousebecauseofcorrectly.读（reading）1.Readastoryaboutaliens.2.熟练朗读及背诵课文。3.运用课文中所学，完成一篇有关科幻小说的文章。9\n听(listening)1.Listenforaspecificinformationaboutcaptain’sinstructions.说(speaking)1.Knowhowtoagreeanddisagreewithothers.写（writing）1.Completeanarticleaboutsciencefiction.2.能笔头回答课文内容提出的问题。3.能用本单元学习的重点词汇、句型进行造句。2.思想情感目标：1）通过谈论“未知世界”的相关话题，提高学生探索新知的意识。2）结合课文的内容，引导学生对未来世界和科学的设想，鼓励学生拓展自己的视野，探索新知。3.能力发展目标：1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。2）在学习中提高交流和传递信息的能力，在写作中正确运用连词使文章更连贯和流畅。3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。四、单元教学重点1.学生熟练掌握重点词语，词组及句型。2．指导学生利用所学句型正确表达思想、进行交际活动。3．指导学生归纳、总结原因状语从句的用法，并在实践运用中熟练运用。五、单元教学难点状语从句的归纳整理及运用。六、教学策略1.引导学生积极主动的通过预习完成可以自己学会的部分，课堂学习完成学习的重难点，通过复习及归纳总结完善单元的学习。2.在教学中以旧带新，引导学生用正确的句子表达思想。3.适当补充与课文话题相关的内容，拓展学生的阅读视野。七、学习策略1．初步接触略读（skimming）和找读（scanning）这两种阅读策略。2．学会在阅读过程中通过上下文来猜测生词含义的方法。3．关注对话中特殊疑问句的提问和相应的回答，以便准确记录相关信息。八、媒体的选择与设计1．充分利用和发挥基本的教学媒体，如录音机，教师的bodylanguage、板书的作用。2．适时、合理地使用多媒体，增大课堂的容量，更好地辅助教学。九、各课时教学内容安排建议课时教学内容及课型教学目标及简单教学环节设计9\n第1课时ReadingA新授课一、定位:input-based，训练各种听与说的语言微技能,并给予阅读学习策略的指导，读为主。二、教学目标：1.通过多种形式的阅读活动与任务，帮助学生理解课文。2.指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：寻读，找出关键信息等；扫读，获取文章大意；通过构词法或上下文猜测生词大意；推断等。三、教学重点：阅读微技能的培养，加强信息寻找能力。重点把握常用到的单词和短语，并把它们运用到实际生活中。四、教学难点：原因状语从句的用法。常用单词和词组。二、教学设计:Step1Warmingup1.AskafewSsthequestionsaboutcartoonsandcomicstrips.2:CartoontalkLettheSslookatacartoonpictureonpage113andsaysomethingaboutthepictures.Step2Leadingin1.GetSstolookatthepicturesonpage98,anddiscusswiththeirclassmates.2.AskSstofinishexerciseAonPage98.Thenchecttheanswers.3.askss:Ifyoumeetanalien,whatwillyoudo?4.Todaywearegoingtoreadanarticleabout“Aliensarrive”Step3:Pre-readinga)AskSstolookatthepictures,andthetitleandthethefirstparagraphofthestoryonpage99,Thenanswerthequestionsbelow.Youmayneedtoguesssomeoftheanswers.Thenfinishtheexerciseonpage98.1).WhendidTinawakeup?2).Whatwastheyellowlightinthesky?3)Whathappenedtothelight?4).WhatdidTinaprobablydothenextday?b)Vocabularypresentation:GetSstolearnsomenewwordsbyshowingsomepictures.c)Cocabularyexercise:GetSstofinishexerciseC1andC2onpage100toconsolidatethenewwords.Step3.While-reading1)Firstreading:TellSstoreadthetextquicklyandfinishexercise（双语报精品课文题目）.2)Secondreading:ReadthetextagainandcompleteexerciseD1andD2onpage101.3）Checttheanswers.Step4.Post-readinga)Discussion(groupwork):9\nGetSstoDiscussingroups:Readthearticleagainandmakeasummaryofit.Remembertouseyourownwords.Youmaybeginlikethis.Therearesixstagesofmakingacartoon.First,.(finishexerciseD3onpage101)Step5.Learninglagnuagepoints:a.Dealwithsomeusefulphrasesandexpressionsinthepassage.GuidetheSstolearnandusethemintheirownspeakingandwriting.1.wakeup2）landin3）感觉动词：see/watch/hear+sb.+V-ing(正在进行)V原(全过程)被动语态：sb.+be+seen/watched/heard+V-ingto+V.e.g.,WecanseemenwearingskirtsinScotland.MencanbeseenwearingskirtsinScotland.4)getto+地方到达reach+地方arriveat+小地方，arrivein+大地方get/arrive+here/there/home5）keep+adj(quiet,silent,fit/healthy,clean)4)becauseof+n/ving5）makeanoise6)tellsbaboutsth7)infear8)refusetodoth9)look+adj/likeStep6.Summary.GetSstoSummarizewhatthey’velearned.Step7.Homework:(1)FinishtheexercisesinStudentsTimes.1)FinishtheReadingexercisesinBookB.第2课时listening一、定位：1.input-based，训练各种听与说的语言微技能，并给予听的学习策略的指导。二、教学环节设计:Step1Pre-listening1.TellSsthattheyaregoingtodosomelisteningexercises.AsksomeoftheSswhattheywilldobeforelistening.2.LearnthestudytipswithSsbyaskingSstoreadthetipsontheirbookcarefully.(Trytomakenoteswhenlistening.9\n1.AskSstoreadthetableonpage102carefullyandpredictwhatkindofinformationtheycouldfillintheblanks.Sscandiscussingroupsandwritedowntheiranswerswithpencils.2.AskSswhattheymustpayattentiontowhentheywrite.Eg:theirspelling,thefirstletteroftheword,howtowriteanumberetc.Step2While-listening1.PlaytherecordingforSstolistenandcompletethetable.2.PlaytherecordingagainforSstolistenandaskthemtochecktheirspelling.3.Checktheanswersandseehowwelltheydidintheprediction.Step3Post-listeninga)GiveSssometimeandgetthemtosummarizetheskillsofcompletingatableofinformationandfinishtherelatedlisteningexerciseinBookB.Step4:Summary:askthesstoconcludewhatwe’velearnedtoday.Step5HomeworkFinishStudentsTimesofUnit7listeningexercise.第3-4课时language一、定位：input-based，训练各种读与说的语言微技在语言知识中的运用二、教学环节设计:Step1:Presentaion:原因状语从句：由because,for,as,since引导（1）because（因为）的用法：because通常表示直接的原因。because引导的从句表示直接而明确的原因和理由，表示按因果关系的推断，语气很强，用来回答why的问题,一般位于主句之后。例：Wecouldn'tgooutbecauseitwastoocold.因为天气太冷，我们不能外出。.for（因为）的用法：for是并列连词，引出的原因较间接，似乎是事后所想到的补充解释的理由，只陈述一般推断的理由，不一定表示产生结果的必然原因，主要放在两个并列句之间。例：Itmustbemorningforthebirdsaresinging.一定是清晨了，因为鸟儿在叫。注意：下列情况下只能使用because:①在回答why的问句时；②在用于强调句型时；③被not所否定时。（2）as和since（因为）的用法:9\n表示已经知道的原因时用as或since,即某种原因在说话人看来已经很明显，或已为听话人所熟悉。since要比as正式一些，它们通常被置于语句之前。Seeingallofthechildrenalreadyseated,hesaid,“Sinceeveryoneishere,let’sstart.”Step2:Consolidation:GetSstofinishexerciseonpage104.Step3PresentationofthedifferentusageofBecauseofandbecausebecause与becauseof的用法比较■从词性上看because是连词，其后接句子；becauseof是复合介词，其后接名词、代词、动名词、what从句等。如：Ididn’tbuyitbecauseitwastooexpensive.我没有买是因为它太贵了。Heisherebecauseofyou(that).他为你(那事)而来这里。Helosthisjobbecauseofhisage.由于年龄关系他失去了工作。Wesaidnothingaboutit,becauseofhiswife’sbeingthere.因为他妻子在那儿，我们对此只字未提。Heknewshewascryingbecauseofwhathehadsaid.他知道她哭是因为他说的话。注意：becauseof之后可接what从句，但不能接that从句或没有引导词的句子。如：他因病未来。误：Hedidn’tcomebecauseofhewasill.误：Hedidn’tcomebecauseofthathewasill.正：Hedidn’tcomebecausehewasill.正：Hedidn’tcomebecauseofhisillness.比较以下同义句：他离开了这家公司，是因为老板在会上讲的话。正：Heleftthecompanybecauseofwhatthebosssaidatthemeeting.正：Heleftthecompanybecauseofthethingthatthebosssaidatthemeeting.我不能因为有个家就停止斗争。正：Ican’tstopfightingbecauseIhaveafamily.正：Ican’tstopfightingbecauseofhavingafamily.■从用法上看9\nbecause所引导的从句除用作原因状语外，还可用作表语。如：Itisbecausehelovesyou.那是因为他爱你。而复合介词becauseof所引导的介词短语通常用作状语而不用作表语。如：他因雨缺席。误：Hisabsencewasbecauseoftherain.正：Hisabsencewasduetotherain.正：Hewasabsentbecauseoftherain.但是有时若主语是代词(不是名词)，也可以用becauseof引出的短语作表语。如：Itisjustbecauseofmoney.那只是因为钱的原因。Thatwasbecauseofhissickness.那是因为他生病的原因。Step4:Summarizewhatwehavelearnedtoday.Step5:Homework:1.IfIfindhisphonenumber,I_______you.A.tellB.toldC.willtellD.havetold2.IwillcallyouassoonasI______thetickettothefootballmatch.A.willgetB.getC.gotD.amgetting3.Don’tdiscusstheproblemswithyourpartnerunlessyou_______anymore.A.askB.areaskedC.willaskD.willbeasked4.________hewasveryill,hestillwentonworking..A.BecauseB.ForC.ThoughD./5.I'llphoneyouassoonasI_______.A.gettohomeB.gottohomeC.gethomeD.gothome6.________itisgettingdark,______thefarmersarestillworkinginthefield.　A.Though,butB.But,thoughC.Though,/D.But,/7.________oflastmonthwehadseenfiveEnglishfilms.A.BytheEndB.AttheendofC.IntheendD.Totheend8.Lucyknewnothingaboutit________hersistertoldher.　A.becauseB.untilC.ifD.since9.他很累，以至于上课时他在桌子上睡着了。Hewas___________________hefellasleepatthedeskinclass.10.如果明天下雨，我们就去骑车兜风。We’llgocycling,______________________________tomorrow.11.他跑得那么慢，以她赶不上我们Heran_______________he________________upwithus.12.直到他的班主任打电话告诉他，他才知道他在竞赛中获得第一。He______knowthathehadwonthefirstprize_______histeachertoldhimonthephone.9\n第5课时Speaking一、定位：practice-based，启发学生,归纳语言知识，开展各层次、专项、强化性和综合性练习，多样技能结合训练,说写结合.二、教学环节设计:Step1Speaking---Agreeinganddisagreeing1.GetSstomakeaconversationliketheexample.Chooseoneofthefollowingtopics.AliensareadangertousAlienswillbecomeourfriendsAliensareclevererthanusWewillfightaliensinthefutureStep2—SpeakupGetSstoLookatBonpage102again,Thetwoastronautsmustgottotheirmothershipassoonaspossible.Theyhavethefollowingthings.(finishexerciseonpage106)Step3.GetSstofinishrelatedlisteningexerciseinBookB.Step5:Summary:GetSstosummarizewhattheyhavelearnedtoday.Step6:Homework:DosomerelatedexerciseinStudentTimes.第6课时writing一、定位：output-based，结合听与读，训练多项说与写的语言微技能，并指导说写学习策略，写为主.二、教学环节设计:Step1RevisionAskSstoreadthetextinreandingAandthenremindthemoftheformat.Step2Writing---astoryaboutmeetingthepeopleofBirdWorld.1.GetSstolookatthepicturesonpage108,Thencompletethestory.2.SsfinishtherestpartsofAandaskthemtorecomposetheiranswersinpairs.Teachershouldwalkaroundandgivesomehelp.AsksomeSstoshowtheirworkandgivesomecomments.3.GetSstofinishexerciseBonpage108andchecktheanswers.4.GetSstofinishexerciseConpage108andchecktheanswers.Step3WritinginBookBSsfinishrelatedwritingexerciseinBookB.Step4:Summary:GetSstosummarizewhattheyhavelearnedtoday.Step5:Homework:DosomerelatedexerciseinStudentTimes.第7课时Morepractice一、定位：output-based，训练多项听说读写的语言微技能，以实际应用为主。二、教学环节设计:(Choosemorepracticeaslisteningandreadingpractice.LeavestudyskillsasSs’homework.)Step1Morepractice—UFO1.AskSstoreadthearticleandanswerthequestionsbelow:9\n1.)Whatisthearticleabout?2)WhatdidMrBrazelfindonhisfarm?3)WhatdidtheUSarmyexpertsayaboutthepieceofmetal?4)DidPersonDbelievetherewerealiens?Whyorwhynot?2.AskSstoreadthefourquestionsonPage109first.PlaytherecordingagainforSstofinishtheexercises.Checktheanswers.3.NowaskSstoreadthepassageandseehowtodescribeathingUnderlinesomesentencestheylike.Step2MorepracticeinBookBGetSstofinishexerciseinBookB.Step3MorepracticeExplainthesetwopartstoSs,andleavethemastheirhomework.Givesomecommentsandchoosesomebestonesasexamples.SharethemwithalltheSsinclass.Step4:Summary:GetSstosummarizewhattheyhavelearnedtoday.Step5:Homework:DosomerelatedexerciseinStudentTimes.Studyskills建议：可以不单独作为一个课时来处理，在学习生词或者学生遇到生词提问时插入学习。老师也可以在和学生讨论学习方法时指导学生使用工具书及学习使用工具书的方法。第8课时TestHaveatestaboutthisunit.9